Blocks are one of the most open-ended and unstructured play materials available. They provide versatile opportunities for learning across all areas of the curriculum. They should have an established place in all early years settings.
Their use in the development of the physical, mathematical and scientific curriculum is obvious. Their value as a resource for imaginative and creative play is easy to see. Close observation of children using blocks, however, will also provide practitioners with valuable information about children's learning schemas and opportunities for supporting personal, social and emotional development.
Finding the space for block play can be difficult for some settings, particularly reception classes, but the problem is surmountable. Cost is also an issue, as good quality blocks are expensive and can be viewed as 'luxury' items by head teachers and others managing budgets. However, the Curriculum guidance for the foundation stage states clearly the legal obligation on settings to provide opportunities for holistic learning through play for all children, and block play is an essential part of that.
The two most useful types are:
* Hollow blocks, which are large scale, wooden and open-ended so they can be grasped easily. Because of their size, children can walk, sit and lie on them and create 'life-size' structures to climb on or hide in. Such blocks exercise imagination and large muscles.
* Unit blocks, which are different-sized multiples and fractions of a unit, plus curves, arches, cylinders and triangles. Ideally, the length of a unit block is exactly twice the width, and the width exactly twice the thickness.
Learning opportunities
* Children develop positive dispositions towards learning when they have experiences that they enjoy, they can control and in which they can succeed. Block play fosters feelings of competence and self-confidence, motivating children to learn and to want to learn more. This can be particularly true for boys whose emotional and behavioural needs may be negated by less open-ended activities.
* Providing problem-solving opportunities helps children to gain confidence in themselves as problem solvers, and to feel capable and willing to respond to self-chosen challenges.
* Readily accessible, open-ended resources, such as blocks, foster independence in taking initiative, selecting and carrying out activities.
* Moving from parallel to associative to co-operative and collaborative play enables children to develop confidence in liaising with others for support and the opportunities to observe and learn from more experienced children.
* Blocks are open-ended, adaptable resources that can foster high levels of involvement, sustained concentration and persistence over time.
* A safe, well-organised block play area allows children to explore and take risks within their environment.
* Discussing their constructions gives children the chance to demonstrate pride in their own achievements.
* Block play often allows children to make connections with everyday life experiences, for example, seeing road building or construction sites.
* Block play resources can provide a stimulus for imaginative, small-world and role play and exploration of schemas, all of which have an important place in children's developing sense of self.
Resources and activities
* Large and small hollow blocks
* Unit blocks
* Blocks are stimulating enough to stand on their own as a learning resource, but can be linked with other resources to foster children's interests, encourage collaborative play and support children's personal and emotional development. For example, provide small-world toys, vehicles, milk crates, drapes, steering wheels, cushions, dolls, soft toys, puppets.
Organisation
Positioning and storage can significantly influence the success of purposeful block play and the corresponding benefits in personal, social and emotional development.
If possible, provide a separate room or area of a room, so that children can return to and adapt structures over several days. This arrangement is ideal for developing children's ability to sustain interest and pursue activities to a personal conclusion.
If space is a problem, be creative in finding ways of accommodating blocks in the use of the outdoors, corridors, assembly halls, spare classrooms and wheeled storage.
Involve the children in decisions about using and storing. Talk about whether screening the block play area from other activities might be helpful. Establish safety rules.
Be prepared to adapt the environment as children's interests and motivations change and develop.
Carpeting helps reduce noise, but make sure it doesn't affect the stability of standing blocks.
Block play transfers easily to outdoors. Explore ways of making storage and tidying up as easy as possible for everyone.
Make sure the blocks are accessible and easy to store. Storage areas with very specific labels are not only useful for small blocks, they contribute to the play experience.
Adult role
The practitioner's role in supporting children's personal, social and emotional development demands sensitive intervention and observation of children's block play. To be effective, practitioners should:
* be enthusiastic about play, engage in it readily alongside children and provide role models
* share decisions with children on organisation
* praise appropriately, so increasing children's ability to reflect on their achievements while preventing them from becoming overdependent on adult perceptions of success
* mediate in conflicts and model negotiating skills
* provide achievable challenges, balanced with opportunities for risk-taking and developing persistence
* provide support for children whose first language is not English, or whose language or emotional development impedes their social interactions
* ask open-ended questions, which encourage exploration and problem solving and empower children to reach their own conclusions
* observe carefully children's learning, motivations, schemas and personal interests to plan in response - that is, 'what's the next step?'
* involve parents in their children's personal, social and emotional development and raise their awareness of the role of play in the curriculum
* monitor the possible effects, both positive and negative, of gender bias
* support sensitively children with physical and learning disabilities so that they derive the same benefits from resources as their peers. NW Early learning goals
* Continue to be interested, excited and motivated to learn
* Be confident to try new activities and initiate ideas
* Form good relationships with adults and peers
